Managing Public Service Organizations (MPSO)

NYU Wagner CORE-GP 1020

Fall 2017

Martha E. Stark, Esq. / Clinical Professor of Practice
Email: / Office: Puck Building, 3040C
Phone: 212-992-8704 / Office hours: Tuesday/Wednesday, 2:00pm–5:00pm or by appointment
Section 006
Time: / Every Tuesday, 6:45 pm to 9:30 pm; September 5th through December 5th
Location: / Bobst Library, 70 Washington Square South, Room Lower Level 138
Teaching Assistant: / To Be Determined
Assistant Office hours: / To Be Announced

COURSE DESCRIPTION

The goal of Managing Public Service Organizations (MPSO) is to improve your managerial and leadership skills. You have likely already made significant individual contributions to your organizations.Within a few years of graduation, you will be called to manage a group or decide to start or leadan organization.MPSO is a core part of the Wagner curriculum because it is designed to enhance thetechnical, interpersonal, conceptual, and political skills all graduates need to run effective and efficient departments and organizations embedded in diverse communities and industries. In class, we will engage in a collective analysis of specific problems that leaders and managers face—diagnosing, debating, and selecting a strategy—to explore how organizations can meet and exceed their performance objectives so that they can best serve the people who need those services.

COURSE MATERIAL

  1. GENERAL INFORMATION
  • NYU Classes Is where you will find the course syllabus, assignments, exercises, surveys, and slides.
  • If you have not activated your NYU Net ID or have forgotten your password, you can activate or change your password at
  • MPSO Plus: This document provides additional courses and optional readings so that you can explore the topics we cover in more depth.
  • Some class announcements will also be distributed via e-mail. Thus, it is important that you actively use your NYU e-mail account, or have appropriate forwarding set up on NYU Home at:
  1. BOOKS
  • THIS BOOK MUST BE PURCHASED NEW!!!!!! Rath, Tom, Strengthsfinder 2.0, Gallup Press. ISBN-10: 159562015X. (Available as an e-book.) BOOK MUST BE PURCHASED NEW!!!!!! Hereafter referred to as Strengths.
  • Bolman, Lee G, and Deal, Terrence E. Reframing Organizations Artistry, Choice and Leadership, 5th Edition, Jossey-Bass, 2013. ISBN-10: 1118573331; ISBN-13: 978- 1118573334 (Available as an e-book.) Hereafter referred to as Reframing.
  • Miller, Ken We Don’t Make Widgets, Overcoming the Myths that Keep Government from Radically Improving, Governing Books, 2006. ISBN-10: 0872894800; ISBN-13: 978-08728948. (Available as an e-book.) Hereafter referred to as Widgets.
  • Miller, Ken Extreme Government Makeover: Increasing Our Capacity to Do More Good, Governing Books, 2011. ISBN-10: 0983373302; ISBN-13: 978-0983373308. (Available as an e-book.) Hereafter referred to as Extreme.OPTIONAL BUT VERY USEFUL!!!!!
  1. COURSEPACK
  • Here is a link to the coursepack that we will use for the course: There are 15 articles/case studies and access to the Mount Everest simulation included in the coursepack. Total cost for the coursepack is a little less than $80. Wherever possible, I eliminated cases and tried to find cases that are available free of charge.
  1. SUBSCRIPTIONS
  • Subscribefor free to Bob Behn’s Management Reports at the following website and address: I promised Bob I would increase his readership and that’s why you need to subscribe!
  • All Bob Behn required readings are available at the following link . Hereafter referred to asBehn.
  1. OTHER INFORMATION
  • Electronics (computers, tablets, phones) are generally not allowed during class so please bring your readings, a notebook, pen, etc. Let’s discuss this though.
  • Please refuse to be content to be confused—ASK QUESTIONS!
  • There will be a significant amount of team work. Put aside your skepticism about teams and be open to working in and with teams.
  • Please try to have a sense of humor and keep an open mind! Also, flexibility. I expect some things will change on the syllabus during the semester.

STATEMENT OF ACADEMIC INTEGRITY

As members of the NYU Wagner community, we are all expected to adhere to high standards of intellectual and academic integrity. Please read:

DISABILITIES

It is University policy that no qualified person be excluded from, or discriminated against, by any University-sponsored program or activity, with a legal mandate for equal inclusion coming primarily from the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The Henry and Lucy Moses Center for Students with Disabilities (CSD) exists to facilitate equal access for students with disabilities at NYU.

CSD assists students with disabilities in their efforts to obtain reasonable accommodations (adjustments to policy, practice, and programs that “level the playing field” for students with disabilities and provide equal access) for participation in University programs and activities.

If you need a reasonable accommodation, please visit the Center's website or contact Robyn Weiss at 212.998.4975 or .

RELIGIOUS HOLIDAYS

There are several religious holidays coming up. I know that this might result in your having to miss class. None of the major holidays fall on Tuesday this year when our class meets. Nonetheless, I will try to structure any important in class activities around the upcoming holidays. If you’re going to miss class, please let me know. So that you stay abreast of the material, the easiest thing to do is to ask a fellow classmate to record audio/video the lecture via mobile phone or other recording device and more generally to update you about the missed class. If for some reason this cannot work, or if several students will be missing a given class, I can try to arrange to have the class recorded.

I am aware of the upcoming holidays listed below. Please let me know if I have missed any holidays that you celebrate and I will make sure to include them.

Eid al-Adha (Islamic) – Friday, September 1*

Rosh Hashanah (Jewish) –Thursday-Friday, September 21* – 22

Muharram New Year (Islamic) – Thursday, September 21*

Yom Kippur (Jewish) – Saturday, September 30*

Sukkot (Jewish) – Thursday-Friday, October 5*-6

Shemini Atzeret (Jewish) – Thursday, October 12*

Simchat Torah (Jewish) – Friday, October 13*

Diwali (Hindu) – Thursday, October 19

Birth of Bahá'u'lláh (Baha’i) – Sunday, November 12

Hanukkah (Jewish) – Wednesday-Wednesday, December 13* – 20

* Begins at sundown on the prior day.

DISCLAIMER

While I have made every attempt to provide a syllabus that is complete and accurate, circumstances and events may make it necessary for me to modify the syllabus during the semester. I appreciate your willingness to be flexible about that possibility.

LEARNING OBJECTIVES AND SKILL DEVELOPMENT

The course combines conceptual and experiential approaches and is divided into eightsections: (1) setting goals, (2) knowing thyself, (3) designing, aligning, and structuring organizations—the structural frame, (4) interpersonal dynamics and motivation—the human resource frame, (5) team process and effectiveness, (6) power, influence, and negotiation—the political frame, (7) understanding culture—the symbolic frame, and (8) bringing it all together, congruence and frame analyses, ethics, managing and measuring performance and leading change.

Readings will introduce key concepts and useful ways of thinking about common situations in complex organizations. Case studies, exercises, and in-class discussions provide opportunities to apply theories, concepts, and research findings to situations so that you can hone your managerial and leadership skills. The written assignments require you to consolidate your insight and practice your analytical and communication skills.

There are three learning objectives that cut across each class:

Learning objective / Supporting Skillset
1 / Analytical thinking / a. Identify, analyze, and address underlying problems and opportunities
b. Recognize and analyze complex relationships
c. Reframe the way you approach people and situations
2 / Leveraging diversity / a. Identify, understand, and use different types of diversity
b. Explore how to create, participate in, and coach diverse teams
c. Develop skills to address the challenges and opportunities of diversity
3 / Communication / a. Recognize the importance of clear communication with stakeholders
b. Prepare effective, clear, organized written reports and presentations
c. Conduct effective meetings and facilitate group/team discussions

CLASS TEAMS

You will be assigned to/choose teams early in the semester. The teams will likely work together the entire semester. At the start of each class, you will have the opportunity to discuss and debate issues including the case analysis and recommendations before the class discussion in which you may be called on without warning. You are expected to do allthe assigned readings on your own before class.

ASSESSMENT AND GRADING POLICY

Individual assessment

1.Contribution to discussion & learning...... 20%

2.Professionalism...... 10%

  1. Mount Everest Individual Results...... 5%
  2. Final Exam...... 30%

Team assessment

5.Mount Everest TeamResults...... 5%

6.Everest reflection memo...... 5%

7.Analytical Memo...... 10%

8.Congruence model/frame analysis...... 10%

9.Congruence model/Frame presentation 5%

INDIVIDUAL ASSESSMENT

  1. Contribution to discussion and learning. Managerial and leadership practices are critical for organizational success, but they are nuanced and need to be applied thoughtfully with an eye to power, culture, and organizational alignment. Each of us brings different and relevant experiences to the classroom, so we will be learning from each other, challengingour assumptions and trying to understand the assumptions that drive our colleagues’ behavior.During the case discussions and exercises, you will be called on to analyze the situation at hand and share recommendations. The only way to conduct a sharp case analysis and contribute insightful comments is to read the case and articles carefully and complete the exercises, reflecting on how they inform situations you have experienced. For the most part, mandatory readings have been kept to a minimum with the expectation that they will all be done. To manage the readings from the Reframing textbook, I suggest you read the first chapter for every frame and simply skim the two chapters that follow. Optional readings can be provided for those who want to dive deeper into topics.
  2. Professionalism is calculated based on attendance, lateness, and number of course assignments (i.e., surveys, 100-word case write ups, reflections) completed on time. If you will be absent or delayed (e.g., train delays, family emergencies), please email the teaching colleague.
  3. Mount Everest individual results. You will be participating in a simulated climb of Mount Everest. You will be assigned one of five roles and depending on the number of students in our class, some students may serve as an observer. As an individual team member, you will have a set of goals. Your grade will be based on your individual results compared to other individuals in the class with the same role. If you are an observer, your grade will be based on the overall grade for the team you are observing.
  4. Final exam. The final exam will cover topics from the readings, course discussions, and your team work. If you do all the readings, engage in class discussions, and reflect on the material we covered, you will be prepared.

TEAM ASSESSMENT

  1. Mount Everest team results. Your team will receive a score for the simulated climb of Mount Everest. Your team score will be based on your team results compared to other teams in the class.

MEMOS

Your purpose in writing the memo is to analyze and reflect on a problem or activity and/or to provide information and make recommendations to people who must make decisions about key strategic issues. Pedagogically, this assignment will provide you with the opportunity to develop your writing, analysis, and communication skills. It will also give you the ability to apply course principles and practices.

For the memos, please include a cover page with the names of everyone who contributed to the memo and the role they played in the memo. If a group member did not contribute, do not include that person’s name and s/he will not receive credit for the assignment. Everyone whose name does appear on the assignment will receive the same grade.

The memos should be 2-3 pages (not including the cover page), single spaced, 1-inch margins, and 12-point Garamond or Times New ROMAN font—this format is required of all written assignments, unless otherwise indicated. List references or figures, if necessary, on a concluding page. Format, grammar, punctuation, and spelling all matter. Please use paragraph headings. Explain your reasoning clearly, succinctly, and convincingly to your target audience. When you present your recommendations, make sure they are realistic and take the individuals, context, timing, and other variables in the case into account. A strong memo always considers the most compelling alternative explanations or recommendations, as well as criticisms of your ideas, and makes an argument for why your choices are the best option in this situation.

  1. Mount Everest reflection memo. Following the simulated climb of Mount Everest, you will be required to read a case study and two articles included in thecoursepack. As a team, you will provide answers in memo form to a series of questions that will be made available after the climb. Please email your memo to Professor Stark by October 16 at 9pm. Remember to always copy everyone in your group on the email.
  1. Analytical memo. Here is information about the case study for the analytical memo.

Case: McGinn, K. L., Kutchma, B., & Hammer, C. B. (2012). Carolina for Kibera. Harvard Business School Case 9-913-701.In course pack.

Target: Assume you are a consultant hired by Rye Barcott to assess the situation and provide guidance. Please address your memo to Barcott.

Here’s the suggested Memo format:

Open with a brief one-paragraph summary

  • What is the context, key issue(s), and your recommendation?

Background: Diagnosis

  • Why is this group/department/organization facing these issues? Identify root causes.

Recommendations / next steps

  • What are your specific recommendations? Rationale? Alternatives?
  • How should your recommendations be implemented? What are the priorities?

Please email your memo to Professor Stark by November 13 at 9 pm.

  1. Congruence Model/Frame analysis. You will discuss and select one team member’s case—either a performance gap/deficit or an opportunity gap that s/he 1) observed or experienced, has some authority/ownership over, and has enough information to conduct a root cause analysis, 2) is interesting and motivating for the team to tackle, 3) is measurable, 4) could impact the team member and his/her organization, and 5) has a clear timeline. The organization/people can be anonymized.

Part 1: Please email a 1-page analysis to Prof Stark by November 7 at 9pm.

Succinctly state the gap that you will address. Explain why you know it is a gap (i.e., the difference between expectations and reality). Explain why this is the most important gap to address.

State the root causes and explain why you think they are the root causes.

Part 2: Please email a 3-page memo to ProfStark byDecember 4 at 9 pm.

Target: Address an appropriate target in the organization and make it compelling/persuasive.

State a revised and refined gap statement.

Provide enough context, history, and organizational description to explain your gap, root cause analysis, and recommendations.

Articulate what the organization’s goal(s) should be to address the gap.

Describe the gap based on the four frames, including an analysis of which frame would be the best ones to utilize to address the gap.

Explain the root causes, why they are important, and why you focused on these (instead of something else), and what you learned from mapping them to the congruence model (e.g., alignment problem between Critical Tasks and Capabilities: Do the skills, abilities and motives of the employees fit with the task requirements?)

Propose an action plan. Explain how it addresses the gap and root causes, why these are the best steps (instead of others), and how would these be carried out (e.g., order, timing).

  1. Congruence Model/Frame Analysis presentation (December 5).Each team will have 8 minutes to present their congruence model case followed by 4 minutes of Q&A. You are presenting to your target (i.e., the person in the organization you are writing to). You will be graded on: 1) Content—does the gap, root cause(s), congruence model, frame analysis, and action plan make sense? 2) Clarity—do you clearly communicate your message? 3) Persuasiveness—Are you convincing and memorable?

NYU Wagner – MPSO
Section 1: Introduction, Goals / September 5, 2017

Class 1

Please prepare the surveys, exercises, readings, and cases(in the order presented in the syllabus) before each class and bring any notes to class for use during discussion.

Session: / Introduction to Managing Public Service Organizations
Writing: / Please write a one-page single-spaced memo to your fellow students telling your story in a paragraph, including your professional and personal interests, your reasons for attending Wagner, and your experience and thoughts about management. Email the memo to Prof Stark before Class #2.
Exercises: / Leadership Style exercise: PDF in NYU Classes.
Due Sept 5 at 5pm / Myers Briggs online exercise:
Survey:
Due Sept 5 at 5pm / Leadership Orientation Self-Assessment Survey:
Readings:
In Class Activity: / Goals Exercise
Learning objective / Supporting Skillset
Lead and manage individuals, teams, and organizations / a. Understand your strengths and weaknesses as a manager and employee
b. Examine your own behavior and beliefs about leadership and managerial behavior, and contrast, debate, and integrate these ideas with the theories and observations of others.
NYU Wagner – MPSO / September 12, 2017

Class 2

Session: / Building teams—Know Thyself & Reframing
Writing: / Add your results from the Strengthsfinder 2.0 assessment to the google doc entitled Strengths on NYU Classes and bring your results with you to class.
Readings: /
  • Behn, R., Always Start with Purpose-December 2010. Available online and at NYU Classes link to library.
  • Denhardt Chapter, Knowing and Managing Yourself, Available on NYU Classes.
  • The Beginner’s Guide to Goal Setting, Available on NYU Classes.
  • Leadership IQ: The Science of Goal Setting, Available on NYU Classes.
  • Reframing, Introduction-the Power of Reframing. From Bolman & Deal textbook and Available online at NYU Classes.

In Class Activity: / Selling Snow Plows to Hawaiians and The City Story
Choose Teams
Learning objective / Supporting Skillset
Build teams effectively / a. Learn when having teams is beneficial and when it is not
b. Thinking through who should be on the team and why
c. Identify the impact of different types of diversity on teams
d. Understand the components for launching an effective team
NYU Wagner – MPSO / September 19, 2017

Class 3